NeuroScience of Learning
In order for learning to be achieved, the Neurons and their Links need to be reshaped. The reshaping of the Neurons could lead to a release of Dopamine that give stimulus to the body. Memory consists of 3 aspects: Memory related to the sensory organs, Working Memory applied to the Thinking Process and the Long Term Memory. There is a constant feed back and forth between Working Memory and Long Term Memory. There is also a feedback from Working Memory to Sensory Memory.
A poor learning methodology involves a situation where there is no intrinsic reward/value to what one is being exposed to. Effective learning involves only 2 aspects surrounding the human condition: Reproduction and Nutrition (Sex and Food). A light-hearted discussion involved the use of drugs as fooling the brain into thinking it is getting either or both.
Effective learning methodologies involves: Repetition of Information, Excitement during Learning, Eating Carbohydrates during learning (I guess Pizza would qualify here) and the use of sleep immediately after the learning application. There is evidence to indicate that Novelty enhances the learning experience and makes it stick. Also, crisis enhances the learning experience and makes it stick.
As far as the genders are concerned, there is evidence to indicate that men only use the right side of the brain. According to evidence, Women use both sides of the brain hemispheres.
At one time, it was thought that the older one becomes, the more difficult learning will be. This is not the case as there is no difference in learning and comprehension between young and old. Neurons do regenerate in all ages and supports the idea of becoming a life-long learner. There is evidence that links the timing of the learning experiences such as the ideal time to teach language, speech, etc… These favor a younger age group than an older one.
There are cultural and gender specific effects of the learning experiences. The presenter was from France and stated that he thinks and acts differently when speaking in French than he does when he speaks in English. The acceleration of the learning process can be achieved thru emotion and other mechanics. This is why the telling of stories and the singing of songs is so relevant throughout all cultures.
In reference to traditional and collaborative learning situations, there is evidence to where one is to be preferred over the other. Evidence shows that a traditional student to teacher direct classroom experience is most effective when learning basic skills. Once these basic skills are learned, then a collaborative learning experience is preferred such as social learning, Distance Learning, etc…
For older people, the motto: Teach Less, Learn More seems to be effective since learning is effective for this age group when provided in “small chunk” forms.
Friday, November 13, 2009
November 10 Morning Session
Google in a Cloud:
This turned out to be one of the best presentations on eLearning that I attended. Google assigns 20% of each employee’s work schedule to projects that the employee wants to take on. This seems to be giving Google that “cutting-edge” infrastructure that is making it successful. Imagine what organizations can do…what services they could provide if they give each employee/staff time within a day to work on projects that benefit the organization.
At Google, Google apps are a big part of their corporate eLearning program. This also gives Google workers a chance to expand on those apps, make suggestions and provide continuous improvement on these products. Google has certain expectations on their eLearning programs: Make it casual, Make it fun. Google believes that traditional eLearning foundations are none of that. A corporate culture that involves continuous learning is achieved by social interactions. At Google, no one eats alone… everyone meets in their lunch areas to discuss a whole range of ideas, thoughts and topics. Also, Google employees believe that they are just too busy for everything except for the most engaging stuff at the moment. In light of this, eLearning takes advantage of this aspect of corporate structure.
Since Google has developed applications (apps) for just about any situation, Google employees use these same apps for their eLearning experiences…. They refer to it as “eating their own dog food”. The eLearning structure of Google eLearning is as follows:
Content in Chunks => Community Interactivity => Content in Context => Virtual Debrief
In comparison with traditional eLearning formats, the differences are:
Traditional methods : Google eLearning Methods
Authoring Tools : Free Open Source Content (www)
Custom Interaction : Moderator sites, Forums, Mobile user sites, G-apps
Learn Mgt Systems : Assignment Share Documents (wikis, Blogs)
Web-Based Training Micro Assignments by eMail, Netbooks, Mobile Phone
A.D.D.I.E. Format : Launch and Iterate
An example of a Google eLearning experience may be the following:
LEADER BOARDS: where everyone meets for the course
COMMITMENT: where course pace is set – usually 3 to 4 weeks max.
PROGRAM LENGTH: course content is chunked to fit 5 min. max formats
PROGRAM CONTENT: the courses that Google has created
Google eLearning programs start with the Google Calendar and links to materials; this Calendar serves as the welcoming page of the course. If a learning management system (LMS) is used, it will usually be MOODLE and it is used very lightly.
When content is delivered to the learners, they used a combination of WebEX and Desktop Sharing Tools to engage learners. Experience has taught Google to design each course around the following:
Context => Content => Organization => Interactivity => Assessment
The above Assessment would also involve a “360 Assessment” model as well.
This turned out to be one of the best presentations on eLearning that I attended. Google assigns 20% of each employee’s work schedule to projects that the employee wants to take on. This seems to be giving Google that “cutting-edge” infrastructure that is making it successful. Imagine what organizations can do…what services they could provide if they give each employee/staff time within a day to work on projects that benefit the organization.
At Google, Google apps are a big part of their corporate eLearning program. This also gives Google workers a chance to expand on those apps, make suggestions and provide continuous improvement on these products. Google has certain expectations on their eLearning programs: Make it casual, Make it fun. Google believes that traditional eLearning foundations are none of that. A corporate culture that involves continuous learning is achieved by social interactions. At Google, no one eats alone… everyone meets in their lunch areas to discuss a whole range of ideas, thoughts and topics. Also, Google employees believe that they are just too busy for everything except for the most engaging stuff at the moment. In light of this, eLearning takes advantage of this aspect of corporate structure.
Since Google has developed applications (apps) for just about any situation, Google employees use these same apps for their eLearning experiences…. They refer to it as “eating their own dog food”. The eLearning structure of Google eLearning is as follows:
Content in Chunks => Community Interactivity => Content in Context => Virtual Debrief
In comparison with traditional eLearning formats, the differences are:
Traditional methods : Google eLearning Methods
Authoring Tools : Free Open Source Content (www)
Custom Interaction : Moderator sites, Forums, Mobile user sites, G-apps
Learn Mgt Systems : Assignment Share Documents (wikis, Blogs)
Web-Based Training Micro Assignments by eMail, Netbooks, Mobile Phone
A.D.D.I.E. Format : Launch and Iterate
An example of a Google eLearning experience may be the following:
LEADER BOARDS: where everyone meets for the course
COMMITMENT: where course pace is set – usually 3 to 4 weeks max.
PROGRAM LENGTH: course content is chunked to fit 5 min. max formats
PROGRAM CONTENT: the courses that Google has created
Google eLearning programs start with the Google Calendar and links to materials; this Calendar serves as the welcoming page of the course. If a learning management system (LMS) is used, it will usually be MOODLE and it is used very lightly.
When content is delivered to the learners, they used a combination of WebEX and Desktop Sharing Tools to engage learners. Experience has taught Google to design each course around the following:
Context => Content => Organization => Interactivity => Assessment
The above Assessment would also involve a “360 Assessment” model as well.
Tuesday, November 10, 2009
November 9, Monday Morning Session
Elliott Masie’s E-Learning 2009 Conference
This conference of e-Learning practitioners started on Sunday, November 8 and ended on Wednesday, November 11. The following is my recollection of the various presentations made by guests that I attended.
November 9, Monday Presentations:
Laura Fitton:
There needs to be a special skill set to be used in eLearning and that those skills need to be kept constantly sharp. It is now being used in social learning networks such as Twitter, Facebook and Chat. There is great potential of Twitter since it is limited to 140 characters per post and has the potential to chunk small bits of materials and instantly broadcast it to others aligned with the topic. In eLearning, smaller content is preferred to the larger content involving hours of reading text, etc… These MicroBlogs are created quickly, to the point and easily read by the audiences. According to researchers, these microblogs support many people’s learning styles and could be used in greater eLearning applications.
Jeff Tennembaum – Legal Aspects of eLearning
Copyright issues are by far the most impacted involving eLearning.
Elliott Masie:
The 1B smartphone owners is contributing to the explosion of microblogging on Twitter and more. This may be leading to a curious increase of Attention Deficit Syndrome. With the increase of technology, we are seeing the evolution of “thinking” games where the brain controls robotic arms, movement on a chess-board screen and more. There seems to be a consensus that a collective intelligence is more important and an individual one.
Learning Management Systems LMS
Moodle is by far the most used LMS in the world. There are other LMS used including Ilias, Sakai and more. Since Moodle is open source software, other companies are developing products to function within this LMS. Moodle Rooms is one such type where there are content rooms created by the designer and available to learners. These Moodle rooms provide a framework, storage and a place for updates to content in an easily accessed area within Moodle. According to studies, there is no difference in student learning when students experience it within Blackboard or Moodle… it is content important and not the delivery method. Moodle tools can use Camtasia Studio, Articulate Presenter, Articulate Engage and Articulate Quiz within their framework.
LMS are best when used: as a scheduling tool, for Tracking Learners, for Report Generating, for Organizing Materials, for content delivery, integration of content with other tools and for learner compliance issues. LMS are not good at being cutting edge or are not complete learning options within themselves.
The future of using Moodle involves the expanded capabilities of using a content rating system, content tracking system, simulation capture efficiency and efficient learner search.
This conference of e-Learning practitioners started on Sunday, November 8 and ended on Wednesday, November 11. The following is my recollection of the various presentations made by guests that I attended.
November 9, Monday Presentations:
Laura Fitton:
There needs to be a special skill set to be used in eLearning and that those skills need to be kept constantly sharp. It is now being used in social learning networks such as Twitter, Facebook and Chat. There is great potential of Twitter since it is limited to 140 characters per post and has the potential to chunk small bits of materials and instantly broadcast it to others aligned with the topic. In eLearning, smaller content is preferred to the larger content involving hours of reading text, etc… These MicroBlogs are created quickly, to the point and easily read by the audiences. According to researchers, these microblogs support many people’s learning styles and could be used in greater eLearning applications.
Jeff Tennembaum – Legal Aspects of eLearning
Copyright issues are by far the most impacted involving eLearning.
Elliott Masie:
The 1B smartphone owners is contributing to the explosion of microblogging on Twitter and more. This may be leading to a curious increase of Attention Deficit Syndrome. With the increase of technology, we are seeing the evolution of “thinking” games where the brain controls robotic arms, movement on a chess-board screen and more. There seems to be a consensus that a collective intelligence is more important and an individual one.
Learning Management Systems LMS
Moodle is by far the most used LMS in the world. There are other LMS used including Ilias, Sakai and more. Since Moodle is open source software, other companies are developing products to function within this LMS. Moodle Rooms is one such type where there are content rooms created by the designer and available to learners. These Moodle rooms provide a framework, storage and a place for updates to content in an easily accessed area within Moodle. According to studies, there is no difference in student learning when students experience it within Blackboard or Moodle… it is content important and not the delivery method. Moodle tools can use Camtasia Studio, Articulate Presenter, Articulate Engage and Articulate Quiz within their framework.
LMS are best when used: as a scheduling tool, for Tracking Learners, for Report Generating, for Organizing Materials, for content delivery, integration of content with other tools and for learner compliance issues. LMS are not good at being cutting edge or are not complete learning options within themselves.
The future of using Moodle involves the expanded capabilities of using a content rating system, content tracking system, simulation capture efficiency and efficient learner search.
November 8, Sunday Evening Session
Elliott Masie’s E-Learning 2009 Conference
This conference of e-Learning practitioners started on Sunday, November 8 and ended on Wednesday, November 11. The following is my recollection of the various presentations made by guests that I attended.
November 8, Sunday Evening: Mobile Learning Keynote Address:
Elliott Masie:
Google learning has already in place many different and varying tools that is readily available to those involved in eLearning or mobile learning. Since these packages already exist, re-packaging content into these and others may be the efficient thing to do. Out in the www areas, content has already been developed on virtually any subject. Smart users and developers should know how to repackage the content, piece it together in creative ways for specific delivery methodology. In this fashion, skilled instructional designers will link up with Subject Matter Experts to create cultures where teaching happens in a collective. This may be the next important phase as America transitions into a new age – one involving the re-skilling of the workplace.
In this possible new area, leadership takes on another set of attributes… a constructor of a new culture that brings in this new environment. In this environment, certifications of mastery could be issued upon a satisfactory completion of course assignments and assessments. Involved in the re-skilling areas are a renewed interest in a type of “apprenticeship” program… one that places great importance on skills rather than understanding. Elliott Masie mentioned that story telling has great importance for conveying information for ages. This will continue to be important. Using the story concept combined with video creates outstanding possibilities.
Doug Lynch – Learning Myths
The real figures on the ROI of corporate training are between 10 and 20 percent no matter what some trainers say. According to research, only 20% of things learned by people are done in a formal fashion…classrooms, books, etc… 80% of learning done is thru a social activity or otherwise known as informal learning. It is in the context of this social learning that research is not available. The metrics are missing on the measurement of learning in a social environment. How much time does one spend in the social learning environment?, How much effort and how is it accessed? According to a 2009 ASTD study, this social learning aspect represents a strong potential.
Teaching thru metaphors needs a parody of thought – a period of contemplation planned in the activity. According to studies, learning is episodic in nature and not linear. People learn in chunks as long is there is some context applied to their interest.
There is a recognized importance on creating a culture of learning and this culture should start in the social environment where people teach / support other people. There is no evidence of inter-generational issues involved in the process of learning. Young and old both learn if education is properly administered.
It all gets down to the basics: Good Teaching results from Good Curriculum – it is foundational to the educational experience. Learning should be interactive, fun and engaging.
This conference of e-Learning practitioners started on Sunday, November 8 and ended on Wednesday, November 11. The following is my recollection of the various presentations made by guests that I attended.
November 8, Sunday Evening: Mobile Learning Keynote Address:
Elliott Masie:
Google learning has already in place many different and varying tools that is readily available to those involved in eLearning or mobile learning. Since these packages already exist, re-packaging content into these and others may be the efficient thing to do. Out in the www areas, content has already been developed on virtually any subject. Smart users and developers should know how to repackage the content, piece it together in creative ways for specific delivery methodology. In this fashion, skilled instructional designers will link up with Subject Matter Experts to create cultures where teaching happens in a collective. This may be the next important phase as America transitions into a new age – one involving the re-skilling of the workplace.
In this possible new area, leadership takes on another set of attributes… a constructor of a new culture that brings in this new environment. In this environment, certifications of mastery could be issued upon a satisfactory completion of course assignments and assessments. Involved in the re-skilling areas are a renewed interest in a type of “apprenticeship” program… one that places great importance on skills rather than understanding. Elliott Masie mentioned that story telling has great importance for conveying information for ages. This will continue to be important. Using the story concept combined with video creates outstanding possibilities.
Doug Lynch – Learning Myths
The real figures on the ROI of corporate training are between 10 and 20 percent no matter what some trainers say. According to research, only 20% of things learned by people are done in a formal fashion…classrooms, books, etc… 80% of learning done is thru a social activity or otherwise known as informal learning. It is in the context of this social learning that research is not available. The metrics are missing on the measurement of learning in a social environment. How much time does one spend in the social learning environment?, How much effort and how is it accessed? According to a 2009 ASTD study, this social learning aspect represents a strong potential.
Teaching thru metaphors needs a parody of thought – a period of contemplation planned in the activity. According to studies, learning is episodic in nature and not linear. People learn in chunks as long is there is some context applied to their interest.
There is a recognized importance on creating a culture of learning and this culture should start in the social environment where people teach / support other people. There is no evidence of inter-generational issues involved in the process of learning. Young and old both learn if education is properly administered.
It all gets down to the basics: Good Teaching results from Good Curriculum – it is foundational to the educational experience. Learning should be interactive, fun and engaging.
November 8, Sunday Afternoon Session
Elliott Masie’s E-Learning 2009 Conference
This conference of e-Learning practitioners started on Sunday, November 8 and ended on Wednesday, November 11. The following is my recollection of the various presentations made by guests that I attended.
Sunday afternoon: Mobile Learning workshop by Judy Brown:
Mobile learning is what happens across locations, takes advantage of electronic learning technologies. Most of the users of these technology/styles include medical workers, those individuals wishing to learn another language or culture. Mobile learning is very different from e-Learning in that education is more personalized and highly portable. With mobile learning comes shorter educational content, compact educational sessions but with maybe more modules.
Current delivery methods now being used include smartphones, telephones, netbooks, electronic readers and tablet P.C.s. According to Ray Kutzweil, mobile learning represents a possible “gateway to all human knowledge”. Due to the lack of competitive advantage, mobile education/learning is not shared across educational/training industries.
Design considerations involve mobile learning technologies/techniques involves the technology base used (smartphone type, netbook or others). In designing for the mobile educational format, it is suggested to : 1.) forget what you think you know about mobile learning, 2.) Believe what you see and not what you read, 3.) Don’t start with perceived constraints, 4.) Focus on content, educational goals and needs, 5.) Realize that you cannot support everything using the mobile structure, 6.) Create content don’t convert it and 7.) Keep it simple. There are many existing mobile device apps that can be used in any mobile educational environment – which is where the creativity comes in to play.
In regards to the iPhone, $1b in iPhone sales to date, 100K number of apps, $35K to develop each app, $12K return revenue on iPhone apps. Seems the corporations are not valuing app development but “hackers” sure are. Tests show that one app may have a user time of around 5 minutes each session. Apps are now used to purchase stuff which may relate to how personally compelling they have become. Presently, museums use a portable device that is programmed to play a narrative at a specific station in the museum. Mobile learning systems could also take advantage of the same ideas to teach about specific topics such as architecture, medicine, language and more. Interactivity with bar-code technology (1d and 2d types) can facilitate this. Power being a major consideration with mobile technology, battery life is now able to last all day. Certain types of clothing now comes with solar panels for the charging of mobile device batteries. Other future mobile technologies could involve a type of “wind-up” power similar to emergency radios to quickly re-charge mobile device batteries.
This conference of e-Learning practitioners started on Sunday, November 8 and ended on Wednesday, November 11. The following is my recollection of the various presentations made by guests that I attended.
Sunday afternoon: Mobile Learning workshop by Judy Brown:
Mobile learning is what happens across locations, takes advantage of electronic learning technologies. Most of the users of these technology/styles include medical workers, those individuals wishing to learn another language or culture. Mobile learning is very different from e-Learning in that education is more personalized and highly portable. With mobile learning comes shorter educational content, compact educational sessions but with maybe more modules.
Current delivery methods now being used include smartphones, telephones, netbooks, electronic readers and tablet P.C.s. According to Ray Kutzweil, mobile learning represents a possible “gateway to all human knowledge”. Due to the lack of competitive advantage, mobile education/learning is not shared across educational/training industries.
Design considerations involve mobile learning technologies/techniques involves the technology base used (smartphone type, netbook or others). In designing for the mobile educational format, it is suggested to : 1.) forget what you think you know about mobile learning, 2.) Believe what you see and not what you read, 3.) Don’t start with perceived constraints, 4.) Focus on content, educational goals and needs, 5.) Realize that you cannot support everything using the mobile structure, 6.) Create content don’t convert it and 7.) Keep it simple. There are many existing mobile device apps that can be used in any mobile educational environment – which is where the creativity comes in to play.
In regards to the iPhone, $1b in iPhone sales to date, 100K number of apps, $35K to develop each app, $12K return revenue on iPhone apps. Seems the corporations are not valuing app development but “hackers” sure are. Tests show that one app may have a user time of around 5 minutes each session. Apps are now used to purchase stuff which may relate to how personally compelling they have become. Presently, museums use a portable device that is programmed to play a narrative at a specific station in the museum. Mobile learning systems could also take advantage of the same ideas to teach about specific topics such as architecture, medicine, language and more. Interactivity with bar-code technology (1d and 2d types) can facilitate this. Power being a major consideration with mobile technology, battery life is now able to last all day. Certain types of clothing now comes with solar panels for the charging of mobile device batteries. Other future mobile technologies could involve a type of “wind-up” power similar to emergency radios to quickly re-charge mobile device batteries.
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